ROOM TO LEARN SOUTH SUDAN - Winrock …€¦ · If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, clap your hands (clap, clap) If

This manual is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Winrock International and do not necessarily

reflect the views of USAID or the United States Government.

TRAINERS’ MANUAL March 2016

TEACHERS’ KEY INFORMATION CARDSBasic Literacy Skills

ROOM TO LEARN SOUTH SUDANImplemented in partnership with FHI 360 and Plan International USA

1

KEY INFORMATION CARD 1

ENGLISH LANGUAGE AND LITERACY INSTRUCTION

ORAL LANGUAGE

It is important to build oral language skills. If learners can hear and say English words,

it will be easier for them to connect words to text later on.

Oral language technique 1: Picture Cards

Pictures help people learn new words. Choose 3–5 words per week and make

corresponding picture cards. Choose words that will support a story or song you want

to teach later on. Practice the cards throughout the week.

Example: You decide to teach the song “The Lion Sleeps Tonight.” You look at the song

and decide that “lion,” “village” and “jungle” are important words. You draw flash

cards with the images below and use them to teach the words to learners before

singing the song.

Oral language technique 2: Songs

Songs can be used throughout primary school to build oral language skills.

IF YOU’RE HAPPY AND YOU KNOW IT

Verse 1: If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, and you really want to show it If you’re happy and you know it, clap your hands (clap, clap)

Verse 2: If you’re sad and you know it… Verse 3: If you’re angry and you know it… Verse 4: If you’re proud and you know it…

2

KEY INFORMATION CARD 2: ORAL LANGUAGE (SONGS)

THE LION SLEEPS TONIGHT

Verse 1:

In the jungle, the quiet jungle

The lion sleeps tonight

In the jungle, the quiet jungle


Chorus: Weeee, dee dee dee da wee dum

dum da weh. (Wim oh weh oh wim oh weh)

Verse 2:

In the village, the peaceful village


In the village, the peaceful village,


Chorus: Weeee, dee dee dee da wee dum

dum da weh. (Wim oh weh oh wim oh weh)

THE ANTS GO MARCHING

Verse 1:

The ants go marching one by one, hurrah,

hurrah

The ants go marching one by one, hurrah,

hurrah,

The ants go marching one by one, the little

one stops to suck his thumb

And they all go marching down, to the

ground, to get out of the rain, boom, boom,

boom

Verse 2:

The ants go marching two by two, hurrah,

hurrah

The ants go marching two by two, hurrah,

hurrah

The ants go marching two by two, the little

one stops to tie his shoe

And they all go marching down, to the

ground, to get out of the rain, boom,

boom, boom

Verse 3: The ants go marching three by

three… the little one stops to climb a tree…

Verse 4: The ants go marching four by

four… the little one stops to close the

door…

Verse 5: The ants go marching five by five…

the little one stops to take a dive…

Verse 6: The ants go marching six by six…

the little one stops to pick up sticks…

HEAD, SHOULDERS, KNEES AND TOES ALPHABET SONG

Head, shoulders, knees and toes, knees and toes


Eyes and ears and mouth and nose


ABCDEFGHIJKLMNOPQRSTUVWXYZ

Now I know my ABCs

Next time won’t you sing with me?

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PHONEMIC AWARENESS

Phonemic awareness means hearing and saying the individual sounds in language.

Phonemic awareness refers to sounds only—it does not involve text. Phonemic

awareness instruction helps learners hear individual sounds so they can eventually

connect sounds to letters. It is especially important in P1.

In English, the letter sound and the letter name are different. Learners must learn

both. For example, the letter name is b but the sound is /b/ (buh).

Example: Ask learners to identify the first sound, not the first letter.

What is the first sound in cat?

What is the last sound in cat?

What is the middle sound in cat?

Let’s say each sound in “cat”: /c/ /a/ /t/

PHONICS:

Phonics means applying sounds to written letters. For example, a learner can hear

the sound /d/ and know that the letter d makes that sound. Only teach one letter

(either uppercase or lowercase) per class period and no more than two letters per

week. After learners know several letters, you can start teaching words.

Example: Use this example after learners have learned the letters c, a and t.

Ask a volunteer to come to the front of the class and hold up a letter card with

c. Ask the rest of the class to say the sound (not the letter name!).

Give another volunteer a card with a. Ask the class to say the sound.

Give another volunteer a card with t. Ask the class to say the sound.

Have the volunteers stand together, facing the class, to form the word “cat.”

When you tap each volunteer, the class should say the sound (/c/ /a/ /t/). Tap

each volunteer faster and faster until the class can read “cat.”

c a t

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FLUENCY

Reading is more than knowing letters and sounds. Learners must read quickly,

accurately and with expression. This takes practice.

Example 1: Beginning fluency

Choose a short sentence that relates to a story or song that you want to teach.

Create word cards for the sentence:

Give each word card to a volunteer and ask

the volunteers to stand in order, facing the

class.

Ask the class to read the sentence.

Reorder the words (for example, change “lion” and “mouse”) and ask them to

read again.

Example 2: Intermediate fluency (excerpt from a book)

On the board, write: A lion comes out of his den. “I can see the savannah,” he

says. “Me too,” says the mouse.

Read the text aloud, underlining the text with your finger. Then ask learners to

read it slowly with you. Read one more time, faster.

Example 3: Advanced fluency

Distribute books so that all learners see the same text.

For the first few pages, ask learners to follow the text with their finger as you

read aloud. After each sentence that you read, ask learners to repeat the

sentence.

In the middle of the book, ask other learners to each take turns reading a page.

Help them read with expression and accuracy. If they read slowly, ask them to

read the page again to increase their speed.

A Lion

and

and a

and

Mouse

are friends

s

5


COMPREHENSION

Comprehension—or understanding—is the goal of reading. The best way to build

comprehension is to ask learners questions about what they read.

Think of questions that start with “Who, What, When, Where, Why.”

Who is the main character?

Where does Finda live?

What problem does Finda have?

Why did Finda run to her mother?

Help learners to predict, summarize and connect:

Predict: Look at the cover and title of the book. What do you think will happen in this

story?

Summarize: What happened first in this story? What happened next? What happened

last?

Connect: Has something similar happened to you in your life?

You can ask learners questions through many types of reading.

Read alouds: In P1–3, teachers can read a book aloud to learners and ask them

questions about what they hear. The teacher can ask questions before, during and

after reading.

Guided reading: In P2–3, teachers can distribute the National Curriculum Pupils’ English Textbooks to learners and read a story to them aloud as a group. Learners can repeat after the teacher, or each take turns reading two or three sentences. The teacher can ask questions before, during and after reading.

Independent reading: In P3, Teachers may allow learners to carefully choose supplementary readers or stories created and written by the teacher on cards or in books for independent reading. The teacher can ask questions before, during and after reading.

Buddy reading: Teachers can pair lower primary learners with upper primary learners to read a book or story written on a card together. The upper primary learner can help the younger learner read and answer questions about the book or card.

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SAMPLE LESSON 1.1

Key objective: Learners will be able to say and understand English words about

feelings.

Goal Activity

Learn new words:

Happy, sad, angry

Use these flash cards and ask learners to repeat the

English word.

Mix the cards and repeat.

Without showing the cards, say “happy,” “sad” or

“angry,” and ask learners to show the expression on

their faces.

Continue until all or most learners can show the

correct expression.

Practice first sounds

/h/

/s/

/a/

Ask learners

What is the first sound in “happy?”

What is the first sound in “sad?

What is the first sound in “angry?”

Learn a new song Practice and sing. Clap along.

If you’re happy and you know it, clap your hands


If you’re happy and you know it, and you really want

to show it


Explain the words “know” and “clap.”

Repeat the song with “sad” and “angry,” using facial

expressions.

Assess learning Show the flash cards again in different order. Ask

learners to say the word.

P

1

7


SAMPLE LESSON 1.2

Objective: Learners will be able to remember key words and identify key words in

a story about feelings.

Goal Activity

Review words:

happy, sad, angry

Use picture flash cards and ask learners to repeat

the English word.

Mix the cards and repeat.

Without showing the cards, say “happy,” “sad” or

“angry,” and ask learners to show the expression

on their faces.

Review the song Practice and sing. Clap along.



If you’re happy and you know it, and you really want

to show it


Ask if learners remember the definition of “know”

and “clap” from the last class.

Read aloud Read aloud the supplementary reader “My

Feelings.” When learners hear one of the “feeling”

words, they should make the facial expression.

Discuss Ask learners,

Do you sometimes feel the same as the characters

in the story? Which feelings do you like? Which do

you not like? What makes you happy, sad or angry?

Assess learning Show the flash cards; learners say the word. Ask

different parts of the room to respond (example:

first girls, then boys, then the back row, etc.).

P

1

8


SAMPLE LESSON 1.3

Objective: Learners will be able to identify and write the letter S.

Goal Activity

Review words:

Happy, sad, angry

Use picture flash cards to review the word “sad.”

First sounds

/s/

Ask learners to identify the first sounds in “sad.”

Can they think of other words with this sound?

(Examples: sit, sky, snake) Does anyone have this

sound in their name? (Example: Steven).

Teach a letter On a flash card or on the board, show the letter S.

Say

This is the letter S. It makes the sound /s/. Say sssss.

Remind learners of their examples of words and

names with the /s/ sound.

Match a letter Ask a learner to match the letter S to an alphabet

chart or to a letter S found in words on display in the

classroom.

Skywrite Show learners how to skywrite the letter S in the air,

then ask them to skywrite with you.

Write Show learners how to write the letter S, then have

them write the letter S in their exercise books. They

should practice several times.

Read aloud Read aloud the supplementary reader “My

Feelings” or any other grade-level short story about

feelings. The story could be written on the

blackboard or chart. When learners hear the letter

S, they should hold up their notebook that has “S”

written on it. Ask them to draw words (such as sky

or snake) that start with s.

9

Assess learning As learners leave the class, ask them to show their

exercise books where they had written S. If you

have too many learners to check all exercise books,

ask them to compare their exercise books with a

peer.

10


SAMPLE LESSON 1.4

Objective: Learners will be able to read and write English words about feelings.

Goal Activity

Discuss Ask learners how they are feeling that day.

Review words:

Happy, sad,

angry

Use these flash cards and ask learners to repeat the

English word.

Mix the cards and repeat. Ask learners to

demonstrate the emotions.

Practice word

sounds; practice

letters

/h/ /a/ /p/ y/

/s/ /a/ /d/

/a/ /n/ /g/ /r/ /y/

Ask learners

What sounds do you hear in “happy?”

When learners respond, write the corresponding

letters on the board. Repeat with “sad” and “angry.”

Ask learners: What letter do these words all have?

Play a letter

game

Ask for five volunteers and distribute letter cards that

spell the word “happy.” Ask that they put themselves

in order and face the class.

Repeat with letters for “sad” and “angry.”

Write While the volunteers face the class holding their letter

cards in the correct order, learners should copy the

words in their exercise books.

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Read aloud Read aloud a story on feelings such as the

supplementary reader “My Feelings.” Ask learners to

touch the word “happy” in their notebook when they

hear it. Such a story could be written on the

blackboard or chart.


notebooks where they had written happy, sad and

angry. If you have too many learners to check all

exercise books, ask them to compare their exercise

books with a peer.

12


SAMPLE LESSON 2.1

Objective: Learners will be able to read and write names for colors and match them

with objects and pictures.

Goal Activity

Review colors in a

game.

Tell learners you will review colors. Ask,

Do you see something red? A volunteer should find

something red.

Do you see something blue?

Continue with different colors.

Read aloud Read aloud “Do you see?” showing the pictures.

Ask learners to respond, “Yes, I do.”

Ask learners if they see red, blue and black in their

daily lives.

Practice spelling

colors

Red

Green

Blue

Black

Ask for volunteers. Give each volunteer a different

letter (that is used in the color names).

Ask different learners to call out a color, and the

volunteer learners will attempt to spell it for the

class.

Volunteers should face the class with their finished

word.

Write Ask learners to copy the words “blue” and “black”

in their exercise books. Next to these words, they

should draw a picture of something blue and

something black. Let learners color their work with

the correct colored pencil, crayon or chalk.

Ask learners,

What letters do these words have in common?

13


notebook where they had written blue and black. If

you have too many learners to check all exercise

books, ask them to compare their notebooks with a

peer.

14


SAMPLE LESSON 2.2

Objective: Learners will be able to understand and write color names in a sentence.

Goal Activity

Practice sight

words with “Do

You See?”

Teach the words “Do,” “you” and “see” using

word cards. Ask for volunteers to hold the cards.

Pointing to the word cards for each question,

ask

Do you see something red? A volunteer should

find something red.

Do you see something blue?

Continue with different volunteers and colors.

Do you

see

something

red?

Build sentences On the board, write, Do you see the red flower?

Ask the class as you read with you. Underline the

text with your finger as you read together.

Add new sentences for the class to read with

you:

Do you see the blue sky?

Do you see the green tree?

Do you see the black bird?

Write Ask learners to copy each sentence and draw a

picture next to it to show comprehension.

Assess learning

As learners leave the class, ask them to show

their exercise books where they had written

their sentences. If you have too many learners

to check all notebooks, ask them to compare

their notebooks with a peer.

15


SAMPLE LESSON 2.3

Objective: Learners will be able to read and identify color names in the context of a

book.

Goal Activity

Review words:

Do

You

See

Red

Green

Blue

Black

Use flash cards to review the words from before.

Hold up the word flash card and ask different parts

of the room to respond (first girls, then boys, then

the back of the room, middle of the room, etc.).

Guided reading Distribute copies of a supplementary reader such

as “Do You See?” OR use the blackboard to write

the “Do You See?” story or any other story that the

learners can read, with illustrations for all to see.

You can also use a story from the National

Curriculum class-level English textbook.

Ask a volunteer learner to read the title.

Read each page aloud for the learners. After each

page, ask learners to repeat, following the text

with their finger and using proper speed and

expression.

Read the book again. This time, ask a different

learner to read each page.

Assess learning Ask learners,

In this story, what was blue?

What was black?

What was red?

What was green?

What other colors were in this book?

Can you think of other objects that are this color?

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SAMPLE LESSON 3.1

Objective: Learners will be able to read and answer questions about a book.

Goal Activity


Do you like to play football? Do you play well?

Where do you play?

Build a title Ask for six volunteers. Give each volunteer a word

card. Ask volunteers to put themselves in order and

face the class to make the title of a supplementary

reader such as “Musa and Finda Make a Football.”

Ask the class to read the title together. Ask the class

what words start with the same letter.

Read aloud

Show the supplementary reader, for example “Musa

and Finda Make a Football.” Ask the class to predict

what the book will be about.

Before reading, ask learners,

Look at the pictures and think about the title. Can you

guess what the story will be about?

During reading, ask learners,

How do you think they will make a football?

After reading, ask learners questions such as,

What was Musa and Finda’s problem at the beginning

of the story? Do you think they had a good solution?

Assess learning Summarize. Ask learners,

What happened first in the story?

What happened next?

What happened last?

Connect. Ask learners,

Have you ever made a football? Did you use the same

materials as Musa and Finda?

17


SAMPLE LESSON 3.2

Objective: Learners will be able to read a book with help and answer questions

about the book.

Goal Activity

Flash cards:

Run

Tie

Play

Make

Show flash cards for “run” and “tie” to learners. Define

the words and ask learners to act out “run” and “tie.”

Show flash cards for “play” and “make” to learners.

Define and ask learners to act out those words.

Mix the flash cards and ask learners to act the words out

again.

Guided reading

Distribute the supplementary reader used in the

previous lesson, such as “Musa and Finda Make a

Football,” to learners (or write part of the story on the

blackboard). Give learners a minute to look for the

words that were just practiced.

Tell learners, We will read the story together. When I

read a sentence, you repeat.

For the first few sentences or pages, read each sentence

and then ask learners to repeat it, following along with

their finger.

Then ask for a volunteer to read. Continue asking for

volunteers until the end of the book or story written on

the blackboard or chart. Help the learners use

appropriate expression.

Assess learning Show a flash card for selected words (run, tie, play,

make). After each flash card, ask learners to point to the

word in the book or story written on a board or chart.

18


SAMPLE LESSON 3.3

Objective: Learners will be able to read a book independently and answer questions

about the book.

Goal Activity


What story have we been reading? Who are the

main characters, and what did they do?

Independent

reading

Distribute a supplementary reader used in

previous lessons, such as “Musa and Finda Make

a Football,” or a story written on cards by the

teacher. If there are not enough books or cards,

you can put learners in groups or pairs.

Tell learners,

You will read the book or story on cards

independently. After finishing, you will write

three things that happened in the story.

Write After reading, ask learners to write down three

things that happened in the story. They can use

drawings to support the list.

Assess learning While learners are working independently, call

up individual learners or small groups of learners

to read aloud with you. Try to choose learners

who seem to be struggling and need extra

practice and support.

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ANNEX A: LESSON OBSERVATION CHECKLIST

Observable Indicators Comments

The lesson is prepared. Yes/

No

The lesson has an objective. Yes/

No

Learners actively participate in the

lesson.

Yes/

No

The teacher checks for understanding. Yes/

No

The teacher emphasizes important

components of reading instruction.

Yes/

No

The teacher uses appropriate

materials.

Yes/

No

The teacher encourages equal

participation among girls and boys.

Yes/

No

The teacher is inclusive of all learners. Yes/

No

The teacher helps learners feel

supported and accepted.

Yes/

No

The teacher uses only positive

discipline.

Yes/

No

Documents

ROOM TO LEARN SOUTH SUDAN - Winrock …€¦ · If you’re happy and you know it, clap your hands (clap, clap) If you’re happy and you know it, clap your hands (clap, clap) If